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Accommodation Guidelines Selecting, Administering, and Evaluating Accommodations for Instruction and Assessment July, 2017

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Accommodation Guidelines

Selecting, Administering, and Evaluating Accommodations

for Instruction and Assessment

July, 2017

2

Table of Contents

Introduction ......................................................................................................................................................... 3

Section 1 .............................................................................................................................................................. 4

Step 1: Expect Students to Achieve Grade-Level Standards ............................................................................ 5

Step 2: Get Familiar with Accommodations for Instruction and Assessment .................................................. 8

Step 3: Selecting Instruction and Assessment Accommodations for Individual Students ............................. 11

Step 4: Provide Accommodations During Instruction and Assessment ......................................................... 13

Step 5: Evaluate the Effectiveness of Accommodation Use .......................................................................... 14

Section 2 ............................................................................................................................................................ 16

AzMERIT and AIMS Science ............................................................................................................................ 16

Universal Test Administration Conditions .................................................................................................. 17

Universal Testing Tools for AzMERIT Computer-based Testing ................................................................. 18

Additional Subject Area Tools for AzMERIT (Computer-based and Paper-based).................................. 18

Assessment Accommodations .................................................................................................................... 19

Accommodations for an Injured Student ................................................................................................ 20

Accommodations for English Learners (ELs) and Fluent English Proficient Students (FEP) .................... 20

Accommodations for Students with Disabilities ..................................................................................... 21

Section 3 ............................................................................................................................................................ 23

The Multi-State Alternate Assessment (MSAA) and AIMS A Science ............................................................. 23

Creating a Comfortable and Secure Testing Environment ............................................................................. 24

MSAA Accessibility Features – Computer, Laptop, or Tablet Administration......................................... 25

MSAA Accessibility Features – Paper Administration ............................................................................. 26

MSAA Assessment Accommodations ...................................................................................................... 27

AIMS A Science ........................................................................................................................................... 28

AIMS A Science Testing Features, Tools, and Accommodations............................................................. 28

3

Section 4 ............................................................................................................................................................ 29

Arizona’s English Language Learner Assessment (AZELLA) ............................................................................ 29

Universal Test Administration Conditions .................................................................................................. 29

Accommodations for EL Students with Disabilities .................................................................................... 30

__________________________________________________________________________

Introduction This manual is divided into sections to address the topics of accommodation selection

and use in instruction and as they pertain to specific state assessments. The action steps

in Section 1 serve as a reference to steer the process of selecting, administering, and

evaluating instructional accommodations for use by English Learners (ELs), students

with disabilities, and EL students with disabilities. Sections 2 through 4 provide

guidance for accommodation selection and use pertaining to eligible students for each

state assessment. Included is information on accommodating students with injuries,

English Learners, and students with disabilities. While instruction for all Arizona

students is guided by Arizona content standards, Section 3 of this document addresses

specific assessment guidelines for accommodating students with significant cognitive

disabilities whose assessments are developed based on Arizona’s alternate achievement

standards.

For the purposes of this manual, the following definitions are used:

Students with disabilities are students who are eligible to receive services identified through the Individuals

with Disabilities Education Act (IDEA) or Section 504 of the Rehabilitation Act.

English Learners (ELs) are students whose native language is not English and who do not yet possess

sufficient English language proficiency to fully access curriculum that is in English.

English Learners with disabilities (ELs with disabilities) are students whose native language is not English and

who do not yet possess sufficient English language proficiency to fully access content that is in English. In

addition, these students have disabilities served by IDEA or Section 504.

General education students are those who do not have an identified disability or EL status. Although we

understand that students with disabilities, ELs, and ELs with disabilities are also general education students,

we use this term as a simple way to refer to students who are not identified in one of the special needs

categories.

4

__________________________________________________________________________

Section 1 The Five Step Decision-making Process

Audience -- These guidelines have been designed for use by:

IEP (Individual Education Plan) or ILLP (Individual Language Learning Plan) teams

EL or SEI Teachers

Special education teachers

General education teachers

Administrators

Test Coordinators

(CCSSO Accessibility Manual, 2016)

The following five step decision-making process will help ensure the consideration of specific needs of the

individual student when selecting accommodations for use in a variety of instructional and assessment

settings. Accommodations must be employed in instruction prior to being considered for an assessment

context.

Five-step Decision-making Process

Step 1: Expect Students to

Achieve Grade-level Standards

Step 2: Learn About

Accessibility Supports for

Instruction and Assessment

Step 3: Identify Accessibility Supports for

Instruction and Assessment

Step 4: Administer

Accessibility Supports During Instruction and

Assessment

Step 5: Evaluate Use of

Accessibility Supports in

Instruction and Assessment

5

Step One - Expect EL Students and Students with Disabilities to Achieve

Grade-level Academic Content Standards

Rationale Accountability for the academic progress of all students is a core component of the

educational reforms sought through passage of the Elementary and Secondary

Education Act (ESEA, 1965) and its latest reauthorization, the Every Student Succeeds

Act (ESSA, 2015).

State accountability systems are comprised of academic content standards (what

students should learn) and academic achievement standards (how well students should

learn). In Arizona, achievement is assessed annually in Grades 3 through 8, and in high

school for end-of-course in the areas of language arts and math. Beginning

in 2007-08, Arizona introduced science assessments in Grades 4, 8, and

high school. These assessments are administered to ascertain to what

degree students have achieved the grade level knowledge and skills as

defined by the standards. States hold LEAs accountable, and states in turn

are accountable to the U.S. Department of Education where they are

required to report annual assessment results. Outcomes for students with

disabilities and ELs are counted in the aggregate, but also disaggregated as

targeted subgroups to ensure that adequate progress is being made.

Students with disabilities and English Learners work toward grade level

content standards with the expectation that they can achieve such

standards when included (to the greatest extent possible) and provided

meaningful access in order to fully engage in grade level instruction. The

academic progress of these students is determined by their participation in the state’s

general assessment with testing accommodations as identified in individual education

plans (IEPs) or individual language learning plans (ILLPs), where applicable. Alternate

assessments for students with significant cognitive disabilities, who comprise about 1%

of the student population, are developed based on alternate achievement standards.

The resulting reports better differentiate performance and provide valuable information

for use in instructional planning.

The Elementary

and Secondary

Education Act,

reauthorized as

Every Student

Succeeds Act

(ESSA)

6

The Individuals with Disabilities Education Improvement Act (IDEA, 2004)

established expectations for the standards-based instruction of students

with identified disabilities as well as accountability measures to ensure

their progress in the general curriculum.

This legislation deals with educational accountability by requiring the

development of an individual education plan (IEP) for those students

qualifying for special education services. It requires the participation of

students with disabilities in state and local assessments, affording

assessment accommodations to the extent that the changes made do

not violate the construct being measured. The IEP team is responsible

for developing a legal written document that details the specific needs of

the student and how those needs will be addressed in both instruction and assessment.

As part of that process, the team must describe the student’s present level of academic

and functional performance (PLAAFP) and, based on that information, then determine

individual needs. The team selects accommodations that address those needs and

provide the student equitable access to grade level instruction. The team must also

determine which of those selected accommodations are allowable in standardized

assessments. Accommodations that meet the criteria for use in assessments are usually

referenced separately in the IEP.

Section 504 of the 1973 Rehabilitation Act contains a much broader

definition of a student with disabilities than IDEA, protecting students

with disabilities who may not have an IEP by guaranteeing access to

necessary accommodations during both instruction and assessment.

Students with a medical condition such as allergies, asthma, and

attention difficulties may receive accommodations through the

development of a 504 plan.

English Learners may not have a formal individualized plan (ILLP) detailing

specific needs, but are accommodated in instruction and eligible to receive designated

testing accommodations during standardized testing. English Learners who also have

identified disabilities are eligible for both EL accommodations and those designated for

students with disabilities.

The intent of these laws is to make clear the expectation that all students, regardless of

their degree of language proficiency or identified disabilities, are entitled to a free and

appropriate public education (FAPE), and that states and LEAs will be held accountable

for the achievement of all students with assessments aligned to grade level academic

content standards.

The Individuals

with

Disabilities

Education

Improvement

Act of 2004

Section 504 of

the 1973

Rehabilitation

Act

7

Equitable Access To ensure equitable access to the general education curriculum and grade level

instruction, service providers must understand not just the content, but the

performance expectations embedded in the standards and how those will be assessed.

This understanding will impact the considerations of least restrictive environment (LRE),

the model of instruction, supports and accommodations selected, and the degree of

collaboration/consultation among team members which may include the general

education teachers and specialized instruction provided by SEI, EL, or special education

teachers.

Achieving Grade Level Academic Content Standards

As indicated previously, the majority of students, whether ELs or those identified as

having specific disabilities, can progress toward grade level content standards given the

appropriate conditions for learning:

Instruction provided by professionals who are knowledgeable in their respective fields,

including content and methodologies

Instruction intentionally planned to meet the needs of a diverse group of learners,

including a variety of presentation, response, and engagement options

IEPs or ILLPs that describe specially designed instruction required to meet the specific

needs of an individual

IEPs or ILLPs that include accommodations selected to minimize the effects of a

student’s disability or language-related barriers

Instructional and Assessment Accommodations

All accommodations selected for a student should be used and evaluated for

effectiveness during instruction and in classroom and district testing. Selection of

instructional accommodations should not be guided by or limited to those permitted

in large scale assessments, and at no time should an accommodation be introduced

for the sole purpose of testing. There may be some accommodations that, while

effective in instruction, cannot be utilized during assessments because they violate the

construct being assessed, thus invalidating the results. When tests are standardized,

specific guidelines for administration must be followed to ensure the validity of the

interpretation of results. Validity, in turn, ensures that claims being made regarding a

student’s level of proficiency in a particular academic area are accurate. For instance,

when foundational reading skills are being evaluated, valid conclusions about the

student’s ability to decode text cannot be drawn if the selections have been read to the

student.

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Step Two - Get Familiar with Accommodations for Instruction and

Assessment

What are Accommodations?

Accommodations are practices or procedures which, when put into place, are intended

to reduce or eliminate barriers to access. Important distinction: Accommodations do

not reduce learning expectations. They simply change how students perceive and

interact with content and how achievement is measured. When well-chosen,

accommodations provide neither too much (enabling) nor too little assistance

(ineffective) to the student who needs them. The “what” of learning remains intact,

including the expected depth of understanding and skill development.

Accommodations are commonly categorized into the areas of:

Presentation Setting

Response Timing and Scheduling

Presentation Accommodations Traditional teaching methods employ a significant amount of verbal and text-delivered

information. For many students, including English Learners and those with disabilities,

there are far more effective modes of access that may include a more hands-on

approach, graphics, virtual experiences, or videos.

English Learners benefit from approaches that target language development in tandem

with content. The use of realia (objects or activities used to relate classroom teaching

to real life, especially of peoples studied) and multi-media help these students make

connections with new content. Some students with disabilities may benefit from such

alternative visual presentation options as large print, magnification, or content

presented using sign language. Others may require tactile access through braille, or

working with materials that have texture or dimension. For students who are unable to

effectively access text, a human reader or text-to-speech software may be a viable

alternative. Students benefiting from a multi-sensory approach may use a screen

reader, graphic organizers or visual representations, or instruction accompanied by

supplemental videos.

Who Benefits: Presentation accommodations are most helpful for English

Learners or those students with print disabilities who lack the skills to read

standard print because of physical, sensory, or cognitive barriers. Students who

need visual or tactile/kinesthetic input to support verbal instruction also

benefit.

9

Response Accommodations Traditional oral and written response options may present barriers that limit or exclude

some students, including ELs and students with disabilities, from demonstrating what

they know and can do. Response accommodations provide alternate avenues of

expression that enable students to complete assignments, activities, and assessments in

different ways which may include assistance with translations, an assistive device, a

rubric, or an organizer. Examples of devices include a Braille writer, tape recorder, or a

calculator. Features or applications such as speech-to-text, word prediction software,

spell check, or various types of graphic organizers assist students with responses. When

considering the provision of a response accommodation, service providers weigh

options that will foster the development of student independence.

Who Benefits: Students learning a second language or those with physical,

sensory, or learning disabilities (including challenges with memory, sequencing,

directionality, and organization) stand to benefit from the appropriate provision

of response accommodations.

Setting Accommodations These accommodations change the physical location or the conditions under which a

student engages with classwork or assessments. Location choices may include a

different room, a different seating location within the room, small group instruction, or

a study carrel. Conditions may include the use of sound-blocking headphones or

allowing “whisper reading” as long as others are not disturbed.

Who Benefits: Those students needing targeted instruction, those who find

large group settings distracting, who are unable to effectively filter out

background noise, and those who express a preference for small group or

individual space to better focus will benefit from setting considerations.

Timing and Scheduling These accommodations may change the way timing or the order of tasks is organized,

perhaps to allow more frequent breaks. They may also include the provision of

additional time to complete classwork or assessments.

Who Benefits: Those students with attentional or endurance issues who

generally need more than the allotted time to complete activities, assignments

and assessments. ELs who must manage the increased cognitive load of

learning a new language coupled with challenging academic content may also

benefit.

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Distinguishing Between Accommodations and Modifications

Examples of modifications in instruction:

Making assignments shorter or limiting to only targeted segments

Requiring a student to learn less material (working with fewer objectives, shortened

units or lessons)

Accommodations are provisions made that allow a student to access and

demonstrate learning. They allow the student equitable access to learning

without substantially changing the instructional level, the performance

criteria, or the content of the curriculum or assessment. For EL students or a

student with an identified disability, accommodations are a required

consideration for participation in state and district-wide assessments.

Modifications are substantial changes in what a student is expected to learn

and demonstrate. Modifications may change the instructional level, the

content, or the performance criteria. Providing modifications during

instruction reduces the student’s access to critical content, and the

cumulative effect over time may result in the student’s inability to meet

requirements for graduation.

For students with significant cognitive disabilities, modifications may be

necessary to provide a student with meaningful and productive learning

experiences, environments, and assessments based on individual needs and

abilities.

11

Modifications of classroom assessments:

Modification of classroom assessments reduces the rigor and increases the chances of

guessing correctly. This practice defeats the purpose of the assessment. Modifications of

classroom assessments may include:

Offering fewer response choices (presenting two rather than four)

Limiting assessment items to those requiring recall and reproduction only

Leading the student by providing hints or clues to correct responses

Modifying state standardized assessments or state standardized assessment

administration procedures constitutes a testing irregularity, resulting in invalid scores for

the student.

Step Three - Selecting Instruction and Assessment Accommodations for

Individual Students

Provision of accommodations does not afford the student an unfair advantage, but

simply assists the student in acquiring, retaining, and demonstrating grade level skills

and knowledge. Decisions surrounding the appropriate selection of accommodations

for individuals begin with a well-developed plan, guided by relevant information

gathered on the status of an English Learner, or from information in a PLAAFP

(statement of present levels of academic and functional performance) for a student with

disabilities. Utilize these sources to identify the student’s current strengths and needs.

As service providers or teams deliberate options, the objective should be to select

accommodations that will minimize the effects of the student’s learning challenges -

whether with language acquisition or identified disabilities - when engaging with grade

level curriculum in instruction and assessment. All service providers must be

knowledgeable about the demands of the academic content standards and the design

features of the corresponding assessments in order to make informed accommodation

selections. Information gathering about the types of instructional and assessment task

expectations of students to demonstrate proficiency will help guide the team’s decision-

making.

Educational Plan Development Service providers, whether part of a team or in consultation with the student and his or

her parents, may consider the following guidelines in planning for instruction. During

plan development, accommodations may be addressed when:

12

Considering any services, activities, or academic/behavioral supports a student

may need across educational settings to facilitate participation alongside the

student’s peers in general education to the maximum extent appropriate

Considering accommodations that will facilitate the student’s participation in

state or district-wide assessments

Considering the provision of communication and assistive technology supports

Teams select accommodations based on the needs of the individual student, not a

particular disability category or simply to “cover all bases”. Selecting accommodations

just in case they’re needed is inappropriate. In fact, over-accommodating a student has

been shown in studies to actually disadvantage the student.

Fostering student autonomy should be a guiding principle in accommodation selections

and their continued use. Ideally, selections should

be informed by both the student, who expresses

preferences based on use, and by the teacher who

has observed positive results associated with the

use of one in particular or combination of effective

accommodations. The need for many

accommodations extends beyond the school

setting, so parent voice and support in their

selection ensures more global use. Although

teams may only meet annually for such discussion,

it’s advisable for students and teachers to evaluate

the use and effectiveness of current and potential

accommodations throughout the year in order to

make informed decisions as plans are developed.

The student, as part of the team, needs to have a

voice in which accommodations are provided to

ensure their use across settings and to develop an awareness of what works – thus

building a virtual bank of effective tools. In this way the student learns self-advocacy

skills that are beneficial throughout school and on into post-graduation endeavors.

Differentiating Between Instructional and Testing

Accommodations: A range of accommodations may be offered to students for access to instructional

content, but not all of the accommodations used for instruction may be permissible on

district or state-wide assessments. This circumstance should not deter teachers from

offering instructional accommodations that provide access to grade level content or a

means of expressing what’s been learned. When considering which instructional

accommodations may be allowed in testing, service providers and teams must be aware

A range of accommodations may be

offered to students for access to

instructional content, but not all of the

accommodations used for instruction may

be permissible on district or state-wide

assessments. This circumstance should

not deter teams from offering

accommodations that provide access to

grade level content during instruction or a

means of expressing what’s been learned.

13

of state accommodations policies set to maintain the validity of the assessment scores.

Approved accommodations neither provide an advantage nor a disadvantage to the EL

student or student with disabilities, but allow test results to be interpreted in

accordance with the standardized administration procedures as commensurate with the

student’s peers.

When students are unable to use an instructional accommodation in testing,

alternatives should be offered and practiced by the student in preparation for test

participation. In addition to designated accommodations, students should have ample

time to explore the test features and tools offered on computer-based tests in order

to use them to their full advantage and to ensure that they don’t have the unintended

effect of creating new barriers. Regular use of similar tools and features during

instruction allows teachers to illustrate their use and versatility, but at minimum

students should work with the sample tests provided to become familiar with the

testing format and functions in advance of testing. Some students may need guided and

repeated exposures to the sample test to master the use of these tools, so preparation

should be considered on an individualized basis.

AzMERIT Sample Tests: http://azmeritportal.org/sample-tests/

Step Four - Provide Accommodations During Instruction and Assessment

Determine which instructional accommodations are appropriate for use across settings

as well as which accommodations must be provided within a particular setting. For

instance, text-to-speech might be most appropriate during instruction in language arts,

science, and social studies while the provision of certain adaptive equipment may only

pertain to Physical Education. Once appropriate settings have been determined for

each accommodation, their use is then reflected in instructional planning and

implementation, and they are monitored for effectiveness. As part of a student-teacher

feedback cycle1, adjustments may be made to enhance the effectiveness of an

accommodation.

1

http://prekprograms.cmswiki.wikispaces.net/file/view/FA%20What%20do%20teachers%20need%20to%20know%20about%20formatives!.pdf/247610871/FA%20What%20do%20teachers%20need%20to%20know%20about%20formatives!.pdf

14

Thoughtful consideration is necessary when planning to provide testing

accommodations. The provision of accommodations involving timing and setting may

require additional personnel, alternative settings, or additional breaks. The test

administrator must be aware of the needs of individual students and must adhere to

standardized test administration conditions and procedures, including the provision of

accommodations, to ensure valid test results for these students.

Step Five - Evaluate the Effectiveness of Accommodation Use

The review of instructional accommodations should be ongoing as part of a continual

feedback cycle between the teacher and the student to evaluate what works best,

under which conditions or settings, in providing the necessary access to instruction.

Student choice is critical to buy-in and use, so offering options and providing the student

with rationales for using accommodations are important considerations. Students

should be encouraged to try out possible alternative accommodations, particularly the

many emerging technology options, and to evaluate their effectiveness. This process

provides the student and the teacher with evidence to make informed decisions during

the development of the IEP or ILLP and in planning for instruction.

Collecting and analyzing data on the effectiveness of testing accommodations is

necessary to ensure the meaningful participation of accommodated students in state

and district-wide assessments. The validity of claims made regarding student

proficiency is based on the provision and use of documented accommodations during

assessment. Such data will support decision-making about the continued use of a

testing accommodation and may reveal questionable patterns of accommodation use.

The data may also reveal areas where additional training or support is needed for school

personnel such as service providers, test administrators, and IEP or ILLP team members.

An accommodation may not be used solely for an assessment. If

an accommodation is not deemed necessary to access content

or demonstrate proficiency during instruction, there is no way to

justify its use for access in an assessment context.

15

The types of data collected may range from recording the test accommodations

provided and used as well as recording any student reflections on the effectiveness of

the accommodations following test administration. Test administrators who take notes

on student accommodation usage during the assessment can also contribute valuable

information based on their observations.

Sources

The CCSSO Accessibility Manual, published in 2016, guided the development of this manual.

http://ccsso.ingeniuxondemand.com/DssPreview/Documents/2016/CCSSO%20Accessibility%20Manual.docx

16

__________________________________________________________________________

Section 2

AzMERIT and AIMS Science Testing Conditions, Tools, and Accommodations Guidance for

Spring 2018 Assessments

Audience: Test Coordinators, Test Administrators, Service Providers, and IEP and ILLP Team Members

Arizona Revised Statutes, the Individuals with Disabilities Education Act, and the Elementary and

Secondary Education Act mandate that all students who are educated with Arizona’s public funds must

participate in state assessments. This includes all students with disabilities and all students identified as

English Learners. The purpose of this section is to inform all Achievement Test coordinators and

administrators of the universal test administration conditions, the testing tools, and the

accommodations available on Arizona’s Achievement Tests (AzMERIT and AIMS Science). This section

also provides guidance on the use of these conditions, tools, and accommodations.

Achievement tests are standardized, and the correct administration of these tests requires the use of

this manual as well as the corresponding Test Administration Directions manuals. All test administrators

are expected to read and follow the guidance in this document. All test administrators are also expected

to read and follow the guidance and scripted directions in the Test Administration Directions for the

selected grade level.

This section provides guidance for testing ELs and students with disabilities who take the general

assessments. Students with significant cognitive disabilities may be eligible to participate in Arizona’s

alternate assessments: MSAA and AIMS A Science. Please see Section 3 of this document for guidance

on MSAA and AIMS A Science accommodations, or contact the Alternate Assessment Unit with

additional questions or concerns: 602.542.8239 or [email protected] .

Overview of Achievement Tests

AzMERIT is Arizona’s statewide achievement assessment of English language arts (ELA) and math. AzMERIT includes grade level tests for students enrolled in Grades 3-8 and End-of Course tests for students enrolled in courses aligned to the first three English credits required for high school graduation, and for the first three math credits required for high school graduation. AzMERIT tests are available in two modes: computer-based testing (CBT) and paper-based testing (PBT). The two modes, CBT and PBT, will produce comparable student results. AIMS Science is administered to students in Grades 4, 8, and High School. High school students will participate in AIMS Science in the spring of their first or second year of high school. Details regarding when high school students participate in AIMS Science are available from the school or district test coordinator.

17

To prepare for the assessments, every student should be engaged in instructional programs based on

Arizona’s Academic Content Standards. These programs should use varied approaches to instruction,

offer a range of opportunities that enable students to demonstrate their knowledge and skills, and

provide any necessary, appropriate program supports and instructional accommodations to ensure

student access to the academic content.

Universal Test Administration Conditions

All Test Administration Directions manuals address the need to provide students with an appropriate

testing location that is comfortable and free from distractions. Universal Test Administration Conditions

are specific testing situations and conditions that may be offered to any student in order to provide a

comfortable and distraction-free testing environment. Universal Test Administration Conditions are

available for both AzMERIT and AIMS Science.

Universal Test Administration Conditions include:

Testing in a small group, testing one-on-one, testing in a separate location or in a study carrel

Being seated in a specific location within the testing room or being seated at special furniture

Having the test administered by a familiar test administrator

Using a special pencil or pencil grip

Using a place holder

Using devices that allow the student to see the test: glasses, contacts, magnification, and special

lighting

Using different color choices, reverse contrast (for CBT), or color overlays

Using devices that allow the student to hear the test directions: hearing aids and amplification

Wearing noise buffers after the scripted directions have been read

Signing the scripted directions

Having the scripted directions repeated

Having questions about the scripted directions or the directions that students read on their own

answered

Reading the test quietly to himself/herself as long as other students are not disrupted

Students may take a stretch break (1 or 2 minutes) during test session (students cannot talk, use

electronic devices, or leave the testing room)

Students may use the restroom during test (only 1 student may leave room at a time)

o Test Administrator must collect paper test booklet/answer document

o CBT must be in “Pause” status

Extended time (Testing session must be competed in the same school day it was started)

The use of scratch paper (plain, lined, or graph; schools provide). Scratch paper must be

securely shredded at the conclusion of testing.

While some of the items listed as Universal Test Administration Conditions might be included in an

IEP or ILLP as an accommodation, for achievement testing purposes these are not considered testing

accommodations and are available to any student who needs them.

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Universal Testing Tools for AzMERIT (CBT)

The AzMERIT computer-based testing platform offers numerous testing tools. Test features and

tools are available for exploration in the AzMERIT Sample Tests. Students who will participate

in the computer-based AzMERIT are advised to practice with the AzMERIT Sample Tests and try

out all of the available tools.

The following Universal Test Tools are available to all students taking the AzMERIT CBT tests and

cannot be disabled.

AzMERIT Universal Testing Tools for CBT - Available to All Students Area Boundaries Allows student to click anywhere on the selected response text or button for

multiple choice options.

Expand/Collapse Passage Expand a passage for easier readability. Expanded passages can also be collapsed.

Help View the on-screen Test Instructions and Help.

Highlighter Highlight text in a passage or item.

Line Reader Allows student to track the line he or she is reading.

Mark (Flag) for Review Mark an item for review so that it can be easily found later.

Notes/Comments Allows student to open an on-screen notepad and take notes or make comments. In ELA, notes are available globally and available throughout the session. In math, comments are attached to a specific test item and available throughout the session.

Pause and Restart Allows the session to be paused at any time and restarted and taken over a one day period.

Review Test Allows student to review the test before ending it.

Strikethrough Cross out answer options for multiple-choice and multi-select items.

System Settings Adjust audio (volume) during the test.

Text-to-Speech for Instructions

Listen to test instructions.

Tutorial View a short video about each item type and how to respond.

Writing Tools Editing tools (cut, copy, and paste) and basic text formatting tools (bold, underline, and italic) for extended response items.

Zoom In/Zoom Out Enlarge the font and images in the test. Undo zoom in and return the font and images in the test to original size.

Additional Subject Area Tools for AzMERIT (CBT and PBT)

AzMERIT testing requires specific subject area tools or resources for certain portions of the assessment.

19

AzMERIT Subject Area Tools/Resources - Available to All Students Dictionary/Thesaurus Writing CBT – Students have access to the dictionary/thesaurus tool.

Students may opt to use a published, paper dictionary or thesaurus instead of using this tool.

PBT – Schools must make published, paper dictionaries and thesauruses available to students.

Students with a visual impairment may use an electronic dictionary and thesaurus with other features turned-off.

Writing Guide Writing CBT – Students have access to the writing guide tool. PBT – The writing guide is included within the test booklet.

Calculator

Grades 7-8 (Part 1 only): scientific calculators are acceptable

EOC (entire test): graphing calculators are acceptable

Math CBT – Students have access to the calculator tool when calculator use is permitted. Students may opt to use an acceptable handheld calculator instead of this tool when calculator use is permitted.

PBT – Students may use an acceptable handheld calculator when calculator use is permitted. Schools should provide students with an appropriate handheld calculator.

Assessment Accommodations

Administering Achievement Tests with Testing Accommodations

Prior to the day of a test, test administrators must know what accommodations each student will be

using and how to administer them properly. Testing accommodations provided for one student may not

impede or impact other students in the testing room. It is the responsibility of the Test Administrator to

see that each student who qualifies for testing accommodations receives appropriate accommodations

while also ensuring that other students who do not receive accommodations are not affected.

Designated accommodations are recorded differently for AzMERIT CBT, AzMERIT PBT, and AIMS Science

testing. Refer to the appropriate Test Administration Directions on how to properly record

accommodations for each test.

To ensure valid assessment results, it is not permissible to simplify,

paraphrase, explain, or eliminate any test item, writing prompt, or

answer option. If a student’s IEP calls for a testing accommodation

that is not listed below, contact ADE at [email protected] for

guidance.

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Accommodations for an Injured Student

A student with an injury, such as a broken hand or arm that would make it difficult to participate in

AzMERIT, may use as appropriate any of the universal test administration conditions listed above and

any of the following accommodations. There are no specific CBT tools to support these

accommodations. If the injured student requires an accommodation not listed, call the Assessment Unit

at 602-542-5031 for guidance.

Accommodations for English Learners (ELs) and Fluent English Proficient (FEP) Students

For an English Learner or a Fluent English Proficient Year 1 or Year 2 student, accommodations are

intended to allow the student the opportunity to demonstrate content knowledge even though the

student may not be functioning at grade level in English.

Students who are not proficient in English, as determined by the Arizona English Language Learner

Assessment (AZELLA), may use, as appropriate, any of the Universal Test Administration Conditions and

AzMERIT and AIMS Science Accommodations for a Student with an Injury

Adult Transcription An adult marks selected response items on CBT test form or PBT test booklet based on student answers provided orally or using gestures. An adult transfers student responses produced using Assistive Technology on CBT test form or PBT test booklet.

Assistive Technology Use of assistive technology for the writing response and/or other open response items. Grammar check, spell check, encyclopedia, word predictive functions, and internet access must be turned off. Speech-to-Text is not permitted. An adult must transfer the student’s responses exactly as written into the Direct Entry Interface (DEI) or PBT test booklet. Any print copy must be shredded. Any electronic copy must be deleted. This accommodation also requires Adult Transcription.

Rest/Breaks Student may take breaks during testing sessions to rest.

Paper Accommodation CBT schools may allow an injured student to use paper accommodation. This accommodation must be used for all parts of the ELA test or Math test. Students that receive this accommodation must have their responses entered into the Direct Entry Interface (DEI) by a Test Administrator.

Only accommodations used regularly during

instruction should be considered for assessment use.

It is inappropriate to introduce an accommodation

for the sole purpose of assessment and doing so may

negatively impact student performance.

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any of the EL accommodations listed below. (This includes English Learner (EL) students withdrawn from

English language services at parent request.)

Reclassified Fluent English Proficient (FEP) students are monitored for two school years. These FEP Year 1

and FEP Year 2 students may use, as appropriate, any of the Universal Test Administration Conditions and

any of the following EL accommodations.

If directions are read aloud, simplified, or translated as an accommodation, administration must take place

in a setting that does not disturb other students (such as in a one-on-one or very small group setting).

If an EL student requires an accommodation that is not listed, call the Assessment Unit at 602-542-

5031 for guidance.

Accommodations for EL and FEP Students

Read Aloud Test Content

CBT – Accommodated Text-to-Speech for test content may be provided for the Writing portion of the ELA test and the math test.

PBT – Read aloud, in English, any of the test content in the Writing portion of the ELA test and the math test as needed.

Reading aloud the content of the Reading portion of the ELA test is prohibited.

Rest/Breaks Student may take breaks during testing sessions to rest.

Simplified Directions Provide verbal directions in simplified English for the scripted directions or the directions that students read on their own as needed.

Translate Directions Exact oral translation, in the student’s native language, of the scripted directions or the directions that students read on their own as needed. Translations that paraphrase, simplify, or clarify directions are not permitted. Written translations are not permitted. Translation of the test content is not permitted.

Translation Dictionary Provide a word-for-word published, paper translation dictionary. Students with a visual impairment may use an electronic word-for-word Translation dictionary with other features turned off.

Accommodations for Students with Disabilities

For AzMERIT, students with disabilities may use, as appropriate, any of the Universal Test Administration

Conditions and testing tools listed above and any of the following accommodations as designated in their

IEP or 504 plan. If a student with a disability requires an accommodation not listed, call the

Assessment Unit at 602-542-5031 for guidance.

Accommodations for Students with Disabilities

Abacus Students with a visual impairment may use an abacus without restrictions for any AzMERIT math test.

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Accommodations for Students with Disabilities

Adult Transcription An adult marks selected response items onto the CBT test form or into the PBT booklet based on student answers provided orally or using gestures. An adult transfers student responses produced using Assistive Technology into the Direct Entry Interface (DEI) or into the PBT test booklet.

ASL and Closed Captioning

CBT – Available for the listening items on the Reading ELA test.

Assistive Technology Use of assistive technology*, including a Braille writer, for the writing response and/or other open response items. Internet access, spell check, grammar check, and predict-ahead functions must be turned off. An adult must transfer the student’s responses exactly as written into the Direct Entry Interface (DEI) or into the PBT booklet. Any print copies must be shredded. Any electronic copy must be deleted. This accommodation also requires adult transcription. *The use of speech-to-text is prohibited.

Braille Test Booklet Provide a paper Braille test booklet. This accommodation also requires Adult Transcription into the Data Entry Interface.

Large Print Test Booklet

CBT – Either increase default zoom settings (up to 3x) or use Zoom Text when the Student participates in CBT or provide a PBT Large Print test booklet. A PBT Large Print test booklet requires Adult Transcription into the Data Entry Interface (DEI).

PBT – Provide a large print test booklet. This accommodation also requires Adult Transcription into the Direct Entry Interface (DEI).

Paper Test Booklet CBT – Provide a regular-sized paper test booklet for a student at a school administering the CBT. If a paper test booklet is ordered as an accommodation for a student at a CBT school, the student must use the paper test booklet and may not participate in computer-based testing. This accommodation also requires Adult Transcription into the Data Entry Interface (DEI).

Read-aloud Test Content

CBT – Accommodated text-to-speech for test content may be provided for the Writing portion of the ELA test and for the math test.

PBT – Read-aloud, in English, any of the test content in the Writing portion of the ELA test and the math test.

Reading aloud the content of the Reading portion of the ELA test is prohibited.

Rest/Breaks Student may take breaks during testing sessions to rest.

Sign Test Content Sign any of the content of the Writing portion of the ELA test. Sign any of the content of the math test. Signing the content of the Reading portion of the ELA test is prohibited.

Simplified Directions Provide verbal directions in simplified English for the scripted directions or the directions that students read on their own.

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__________________________________________________________________________

Section 3

The Multi-State Alternate Assessment (MSAA) and AIMS A Science

Optimal Testing Conditions, Assessment Features, and Accommodations

Guidance for spring 2018 Assessments

Audience: Test Coordinators, Test Administrators, Service Providers, and IEP and ILLP Team Members

The Multi-State Alternate Assessment (MSAA) is a comprehensive assessment system designed to

promote increasingly higher academic outcomes for students with significant cognitive disabilities in

preparation for a broader array of post-secondary outcomes. The MSAA is designed to assess students

with significant cognitive disability and measures academic content that is aligned to and derived from

Arizona’s academic content standards. This test contains many built-in supports that allow students to

take the test using materials they are most familiar with and to communicate what they know and can

do as independently as possible. The MSAA is administered in the areas of ELA and Mathematics in

grades 3-8 and 11.

This assessment was developed through the research and development done by the National Center

and State Collaborative (NCSC) and is being carried forward by the MSAA State Partners. MSAA is

currently being administered by ten participating members: Arizona, Arkansas, the District of Columbia,

Maine, Maryland, Montana, the Pacific Assessment Consortium (PAC-6)[1], the U.S. Virgin Islands, South

Dakota, and Tennessee.

The MSAA is an online assessment, administered individually by a trained test administrator. The Test

Administration Manual (TAM) contains detailed directions which include embedded accommodations

tied to each item throughout the assessment. In addition to embedded accommodations, examples of

the types of instructional accommodations which may be documented in the IEP for presentation,

response, conditions, and timing are listed below. For important details on test preparation and

administration, please consult the MSAA Test Administration Manual (TAM). If you have questions

about using a routine instructional accommodation during testing, please contact

[email protected]

[1] The Pacific Assessment Consortium (including the entities of American Samoa, Commonwealth of the Northern Mariana Islands,Federated States of Micronesia, Guam, Republic of Palau, and Republic of the Marshall Islands) are collectively considered one state,led by the University of Guam Center for Excellence in Developmental Disabilities Education, Research, and Service (CEDDERS).

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MSAA and AIMS A Science: Creating a Comfortable and Secure Testing Environment

TAs must provide each student with a comfortable and secure testing environment during every testing session. TAs can ensure an appropriate testing environment by providing:

Optimal testing conditions, appropriate assessment features, the accommodations in a student’s IEP that are consistent with MSAA and AIMS A Science accommodations policies and those found in the Procedures for Assessing Students Who Are Blind, Deaf, or Deaf-Blind: Additional Directions for Test Administration.

These procedures support student access to the test so that students can demonstrate their knowledge. Each of these is discussed in detail in the individual Test Administration Manuals (TAMs). Implementation of these practices must be planned for prior to testing the student.

A secure testing environment includes but is not limited to the following:

Restricting student access to resources that are explicitly identified in the DTA

Viewing of test items only by the student taking the test and the certified, licensed, and trainedTA administering the test

Removing any devices or materials that could jeopardize test content in the test-takingenvironment or that may distract the student

Ensuring a quiet test-taking environment, void of distractions, and one that does not permitother students to hear the responses to the items of the student being tested. This does notneed to be a separate room or location in the school building if the student is unfamiliar withthat space. Students are often comfortable in a routine, and disrupting this routine could haveconsequences on their ability to focus on the test. A secure and comfortable space could be acorner of the classroom where the TA and the student can work uninterrupted and in privacy.Other students may remain in the classroom but cannot interfere when testing is taking place.Additional staff may be required in order for the TA to focus on the student being tested.

Reviewing the assessment features and accommodations the student may need

Making sure the same computer (if using a computer administration), laptop, tablet, or otherdevice is available for testing. This ensures that security of materials is maintained.

Providing scratch paper for students to make notes or solve math items. Folowing testing, allscratch paper must be submitted to the TC for secure shredding.

Providing appropriate student positioning, appropriate assessment features, and theaccommodations in the student’s IEP that are consistent with MSAA and AIMS Aaccommodations policies

Providing encouragement to support student engagement and focus. TAs may use phrases thatdo not indicate either the correct or incorrect response. Examples of acceptable encouragingphrases include:

o “Just five minutes until a break!”o “I like the way you are listening and following directions.”o “Only one more to go!”o ”Keep working!”

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MSAA Features

Assessment features support student access to the test. Assessment features are either built into the

MSAA System or are typically available on a computer. Assessment features may be enabled by the

student or TA at the time of testing. The test is designed to have all passages, items and response

options read to the student, either by the Audio Player or the TA. Refer to the MSAA System User Guide

for Test Administrators for descriptions of the assessment features and the directions to enable the

assessment features. Students and TAs should become familiar with the assessment features and may

practice using them with the sample items prior to administration of the test.

MSAA Accessibility Features – Computer, Laptop, or Tablet Administration

Answer Masking Tool The embedded Answer Masking tool allows students and TAs to electronically cover and reveal individual answer options as needed

Line Reader Tool The embedded Line Reader tool allows the entire item to be shaded, and an adjustable box allows attention to be focused on one line or a few lines at a time. The box can be adjusted by the student or the TA.

Alternate Color Theme Tool The student or the TA can change the onscreen background color and/or text color based on need or preference. The options are: White background with black text Light blue background with black text Black background with white text Cream background with black text Light magenta background with black text Dark blue background with light blue text

Audio Player Tool The embedded Audio Player reads each line automatically and can be paused, resumed, and made to repeat segments as needed. The pace of reading can be controlled by the student or TA so that reading of the text may be slowed or sped up depending on student needs.

Read Aloud by TA The TA may read the directions, answer options, or passage as often as is reasonable to obtain a student’s response to an item. All text must be read to students exactly as written, with no paraphrasing or word substitution.

Alternative Text Read Aloud by TA Alternative text includes descriptive statements for graphics (e.g., tables, charts, graphs, timelines, etc.) that may need to be described verbally in order for the student to understand. Alternative text can be read by the embedded Audio Player or the TA. If the TA will read the alternative text, it is included in the DTA and should be read as indicated.

Increase Volume To increase the volume on the computer, laptop, or tablet, use the built-in volume control options. Students may need headphones depending on testing location.

Magnification Tool The embedded magnification tool increases the size of the text and graphics only in the selected area. The magnification tool is attached to the cursor so it will highlight any section the mouse hovers over.

Increase/Decrease Size of Text and Graphics

Computers, laptops, and tablets provide zoom-in and zoom-out functions. Projection systems, video magnifiers, and smart boards may also be used to increase the size of the text and graphics in order to view more item information on one page.

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MSAA Accessibility Features – Computer, Laptop, or Tablet Administration

Tactile Graphics Tactile graphics are raised versions of print graphics that are adapted for the sense of touch (Guidelines and Standards for Tactile Graphics, 2010, Braille Authority of North America). An example is the raised lines on a simplified image of the parts of a flower or on a mathematical graph.

Tactile graphics may be used during the test if they are already used by the student on a regular basis. Review the vocabulary lists for ELA and mathematics prior to testing to ensure that students have time to learn and become familiar with any new tactile graphics. TAs are responsible for creating any tactile graphics the student may require. Refer to page 23 of the TAM for guidance.

MSAA Accessibility Features – Paper Administration

Answer Masking For students who require answer masking on the paper version of the test, TAs should use paper or cards to cover and reveal individual answer options as needed.

Line Reader The TA or student can use two pieces of paper to limit attention to one or a few illuminated lines at a time, while blocking out the rest of the test item.

Alternate Color Themes Acetate overlays in the color preferred by the student should be used. Another option is to print the test on paper that is the color preferred by the student.

Increase/Decrease Size of Text and Graphics

Paper versions of the test can be projected by document projection devices or interactive whiteboards as needed by the student.

Increase Volume TAs can adjust the volume of their voice as necessary.

Magnification Any hand-held magnification device normally used by the student is acceptable.

Read Aloud by TA The TA may read the directions, answer options, or passage as often as is reasonable to obtain a student’s response to an item. All text must be read to students exactly as written, with no paraphrasing or word substitution.

Read Aloud by TA – Alternative Text Alternative text includes descriptive statements for graphics (e.g., tables, charts, graphs, timelines, etc.) that may need to be described verbally in order for the student to understand. Alternative text is included in the DTA and should be read aloud by the TA as needed.

Manipulatives for Mathematics Directions for the use of manipulatives are described in the DTA; to the extent possible, these should be the tools the student uses during instruction. Manipulatives are not provided by MSAA because not all students use the same tools. Possible manipulatives and tools required for testing include:

Ruler, thermometer, clock, abacus, talking calculator, raised line graph/grid paper, tiles, blocks, etc.

Calculator. Each item includes information for the TA on whether acalculator is allowable. Most items do allow the use of a calculator,but it is important to note which ones do not.

Tactile Graphics Tactile graphics are raised versions of print graphics that are adapted for the sense of touch (Guidelines and Standards for Tactile Graphics, 2010, Braille Authority of North America). An example is the raised lines on a simplified image of the parts of a flower or on a mathematical graph.

Tactile graphics may be used during the test if they are already used by the student on a regular basis. Review the vocabulary lists for ELA and Mathematics prior to testing to ensure that students have time to learn and become familiar with any new tactile graphics. TAs are responsible for creating any tactile

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MSAA Accessibility Features – Paper Administration

graphics the student may require. Refer to page 23 of the TAM for guidance.

Tactile Symbols Tactile Symbols may be used during the test if they are already used by the student on a regular basis. Review the vocabulary lists for ELA and Mathematics prior to testing to ensure that students have time to learn and become familiar with any new symbols. TAs are responsible for creating any tactile symbols the student may require. Refer to page 23 of the TAM for guidance.

Object Replacement An object or part of an object may be used to represent a person, place, object, or activity. For example, a silk flower petal, leaf, and stem may represent parts of a flower or interlocking centimeter blocks may represent graphed numbers.

Object replacement may be used during the test if it is already used by the student on a regular basis. Please review the vocabulary lists for ELA and Mathematics prior to testing to ensure that students have time to learn and become familiar with any new objects. TAs are responsible for creating any objects the student may require. Refer to page 23 of the TAM for guidance on Tactile Graphics and Object Replacement.

MSAA Accommodations

Accommodations are changes in the materials or procedures of the assessment that do not alter the construct being measured. For the assessments, a student may use the accommodations that are in his/her IEP that are consistent with the MSAA and AIMS A Science accommodations policies.

Note: The use of any physical prompting, including hand over hand, invalidates the results of the test for the student. The use of physical prompting is considered to be a modification or change to the Directions for Test Administration. Physical prompting is not permitted, and it is considered to be an inappropriate test practice and a test irregularity.

MSAA Testing Accommodations

Assistive Technology Students may use assistive technology devices for viewing, responding to, or interacting with the test. The student and the TA should use the AT device with the sample items to ensure that it functions properly with the MSAA Online Assessment System. Refer to the MSAA Online Assessment System User Guide for Test Administrators for information about compatibility of the MSAA Online Assessment System with assessment features.

Paper Version A paper version of the test may be downloaded and printed from the MSAA Online Assessment System in PDF format. After testing, all printed assessment materials must be given to the TC for secure shredding, and all downloaded files must be deleted from any computer or laptop used for testing. A TA may record student responses for all or part of the test, including the writing prompt. Anyone performing as a scribe for the student must read and follow the MSAA Scribe Accommodation Protocol in Appendix A of the TAM. Here are three ways a scribe can support the student’s independence during testing:

A student is able to use a mouse to select a response to theselected response items but cannot use the keyboard to type aresponse to the writing prompt. In this case, the scribe can type the

28

MSAA Testing Accommodations

student’s writing response, but may not need to help with any other part of the test.

A student is able to use the mouse but becomes physically fatiguedeasily. The scribe can select the response the student indicates asneeded. The scribe can assist with recording and typing thestudent’s writing response.

A student is able to complete the Paper Version of the test that theTA printed. The TA enters the student’s responses into the MSAAOnline Assessment System when the student has completed thetest, after each testing session, or after several items arecompleted.

Note: All student responses must be entered for Session 1 before an . assignment in Session 2 may be determined. .

Sign Language For students who use American Sign Language (ASL), Pidgin Sign English (PSE), or Sign Exact English (SEE), the TA may translate passages, items, answer options, and directions. Review the vocabulary lists for ELA and Mathematics to determine which words the student may need practice with prior to testing.

Required Documents: It is important to adhere to the Sign Language Protocol in Appendix C of the TAM as it will help signers avoid cueing the student.

AIMS A Science

Arizona’s Instrument to Measure Standards Alternate (AIMS A) is a standards-based assessment, aligned

with Arizona’s Alternate Academic Standards, that measures what students know and are able to do in

the content area of Science. Students are assessed in Grades 4, 8, and high school and a report detailing

the student’s progress toward meeting the grade level science standards is generated for teachers and

parents.

Features, tools, and accommodations for AIMS A Science are listed in the table below. If a student

requires an additional accommodation that is not listed below, please contact ADE Alternate

Assessment ([email protected])

AIMS A Science Testing Features, Tools, and Accommodations

Time/Setting Presentation Response

Testing over multiple days Oral reading by Test Administrator Augmentative devices or other Assistive Technology

Extended time Large print or magnification device Adaptive calculators

Multiple or frequent breaks Sign language Number or alphabet lines

Change in schedule Tactile graphics Manipulatives

One-on-one or small group Manipulatives Visual/verbal/physical cues

Noise buffers Audio amplification devices

Adjusted lighting Visual/verbal/physical cues

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__________________________________________________________________________

Section 4

Arizona’s English Language Learner Assessment (AZELLA)

Audience: Test Coordinators, Test Administrators, Service Providers, and IEP and ILLP Team

Members

Arizona’s English Language Learner Assessment (AZELLA) is a standards-based assessment that

measures a student’s English language proficiency based on the Arizona English Language Proficiency

Standards. AZELLA meets both state and federal requirements in assessing the language proficiency

of students identified as second language learners. It is used to determine student placement for

appropriate English language instruction as well as for periodic reassessment purposes.

The Test Administration Directions (TAD) that accompany each form of the AZELLA provide guidance

and scripted directions to ensure a standardized administration of the assessment. The following

Universal Test Administration Conditions may be offered to any student to provide him/her with a

comfortable, distraction-free environment during testing.

Universal Test Administration Conditions include:

Testing in a small group, one-on-one, or in a separate location (e.g., another room), or in a study carrel

Being seated in a specific location within the testing room or being seated at special furniture

Having the test administered by a familiar Test Administrator

Using a special pencil or grip

Using devices (e.g., glasses, contacts, magnification, special lighting, and color overlays) that allow the student to see the test

Using devices (e.g., hearing aid, amplification apparatus) that allow the student to hear the test administration

Wearing noise buffers after the scripted directions have been read (for the Reading and Writing sections)

Repeating scripted directions from the Test Administration Directions as needed

Answering questions about the scripted directions from the Test Administration Directions and/or the directions that students read on their own as needed

The use of scratch paper (to be securely shredded at the conclusion of testing)

Students who are unable to respond due to an injury may receive additional considerations.

Contact [email protected] for further information.

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Test Accommodations for EL Students with Disabilities

All students who have been identified as having an EL need are required to take the AZELLA until they

are determined to be proficient in English. This section is designed to provide guidance in the use of

accommodations for EL students with disabilities.

Students with disabilities are those with special needs who have an Individualized Education Plan (IEP)

as determined by the Individual with Disabilities in Education Act (IDEA) and/or a 504 Plan as

determined by the Americans with Disabilities Act (ADA). Accommodations are changes in the

presentation (e.g., read the extended writing prompts aloud) and/or the response options (e.g., scribe

assisting with bubbling answers) in the administration of the assessment that do not alter the item and

what is being measured, but still allow students to demonstrate their proficiency in English. The

“Universal Test Administration Conditions” are available to all students and may also be included in a

student’s IEP or 504 Plan.

The following AZELLA Test Accommodations for Students with Disabilities are only available to those

students who have a current IEP or 504 Plan. They are listed by Domain (L= Listening, R= Reading, W=

Writing, and S= Speaking) as they relate to the format of the AZELLA.

Accommodation Acceptable Not Acceptable or Not Applicable

Allow Frequent Breaks L, R, W S

Provide verbal directions in simplified English for the directions that students read on their own

L, W R, S

Allow the Test Administrator to read the test content aloud W L, R, S

Allow a scribe to assist in bubbling answers for multiple choice items

L, R, W S

Allow the use of assistive technology* for the extended writing prompt response with spell check, grammar check, and word prediction functions turned off

Contact [email protected] before providing this accommodation * Speech-to-Text is prohibited.

W L, R, S

Allow the enlargement of test materials

Contact [email protected] before providing this accommodation

L, R, W, S

Allow the test to be administered over multiple days.

Contact [email protected] before providing this accommodation

L, R, W S

The translation of the test by the Test Administrator into another language is not allowed. The use of dictionaries, word lists, or

glossaries is not allowed in the administration of the AZELLA. Some students may be provided with accommodations during

instruction that are not appropriate for use during a standardized state assessment. Accommodations routinely provided to

students during classroom instruction or for classroom assessments based on an IEP or 504 Plan that are not listed above must

be approved by ADE prior to their use during AZELLA administration. Send e-mail questions to [email protected] regarding the

administration of AZELLA to students with disabilities.